人教版 (2019)选择性必修 第二册Unit 2 Bridging Cultures第1课时教学设计

Unit 2 Bridging Cultures

Using Language Period 1 教学设计                                   

教材分析

本节课为Using Language板块的第一部分，该部分的活动主题是“谈论国外的汉语学习情况”(Talk about Chinese language learning abroad),听说活动聚焦孔子学院的汉语学习情况，听力文本中的巴基斯坦孔子学院就体现了汉语和中国文化的传播对当地的影响。本单元的语音训练的内容是语流中的弱读现象，通过一段对话展示了中国学生在弱读方面存在的常见问题、口语中使用弱读的原则以及训练弱读的有效方法。

教学目标 

在本课学习结束时，学生能够：

1. 充分利用听力内容中的有效信息判断对话发生的场景。

2. 把握访谈对话的特点及常用语。

3. 了解并谈论世界上其他国家和地区学习汉语的情况以及孔子学院在传播中国文化中所起的作用。

教学重难点

【教学重点】

1. 能够充分利用听力内容中的有效信息判断对话发生的场景。

2. 把握访谈对话的特点及常用语，并能与同伴顺利开展相关话题的访谈对话。

【教学难点】

运用所学知识和词汇谈论外国友人学习汉语的情况以及孔子学院在世界上的影响。

教学过程

Step 1 Warming-up

How do we Chinese study English?

设计意图：讨论问题，引导学生思考自己学习英语的经历引出外国人学习中文的话题，为听力活动作铺垫。

Step 2 Pre-Listening

1. Discuss the two questions with your partner.

(1) What do you know about Chinese language learning abroad?

(2) How do people from other countries get to know Chinese culture?

设计意图：引导学生就世界上其他国家和地区学习汉语的情况展开讨论，激活学生的背景知识。

2. What do you know about Confucius Institutes?

设计意图：通过提问引导学生聚焦孔子学院，为后续的听力做准备。

3. Listening skill: pay attention to the setting.

(1) Why is it important to pay attention to the setting of a listening text?

(2) What do you need to pay more attention to when you are listening for the setting?

设计意图：帮助学生理解并掌握该听力策略，为后续听力做准备。

Step 3 While-listening

1. Listen to the conversation and answer the following questions.

(1) Where does this conversation take place?

(2) Who are the people speaking?

(3) What are they talking about?

2. Listen again and take notes by filling in the poster below.

3. Answer the questions according to what you remember of the conversation.

(1) What made Aisha feel like she was part of Ms Hu’s family?

(2) Why did Aisha want to become a teacher?

(3) Why do students learning Chinese see it as beneficial to their future?

设计意图：进行泛听和精听，引导学生运用听力技巧确认对话场景、对话人的身份和对话的主题，让学生理解对话细节，补充海报内容，并聚焦对话中的关键信息，理解相关信息的因果关系。

Step 4 Post-listening

1. Imagine you’re interviewing a student at a Confucius Institute in another country about his or her experience. Work with a partner to brainstorm what the interviewer might ask and how the student might answer. Then role-play the interview. Use the phrases and questions in the box to help you.

设计意图：通过角色扮演，让学生体会访谈对话的相关语言和策略。

Step 5 Talking

Discuss the questions with your partner.

(1) Is it important for foreigners to learn Chinese and Chinese culture? Why or why not?

(2) What are some challenges foreigners may face while learning Chinese?

(3) Can you give some advice to help them improve their Chinese?

(4) As a student, what can you do to make contributions to the spread and prosperity of our language and culture?

设计意图：通过小组讨论，启发学生深入思考外国友人学习汉语这一话题。

Step 6 Pronunciation

1. Read the conversation and answer the questions.

(1) What problem is Lu Yao having?

(2) What may be the cause of the problem?

(3) How can he solve his problem?

(4) What kinds of words are not stressed? And what are stressed?

2. Read the conversation again and circle the weak forms the speakers used. Then listen to the tape and check the answers.

3. Practise the conversation with your partner.

设计意图：通过回答问题让学生把握对话的主旨大意，聚焦英语学习中的弱读现象。

Step 7 Assignment

Write a letter to reply your friend Peter, who wants to know how to improve Chinese, to give some suggestions on learning Chinese.

设计意图：通过完成一篇关于如何学好中文的建议信，学生能巩固本节课所学习的内容，更好地理解本节课的主题。